For decades, the dominant American educational model has rested on a simple equation: four years of high school followed by four years of college as the path to success.
Despite this focus on higher education, approximately 40 percent of high school graduates do not immediately enroll in college, and only about 60 percent of those who do enroll complete a degree or credential within eight years after finishing high school.
Although earning a college degree correlates with improved health, earnings, civic participation, and well-being, it is increasingly evident that college should not be the sole benchmark for success. Expanding effective programs that offer multiple pathways can transform high school into a launchpad for both higher education and career opportunities.
With over 80 percent of American youth attending public schools, the obstacles faced by students and their families are well documented. The pandemic exacerbated chronic absenteeism, and students struggling the most are being left behind. The rise of smartphones and social media has contributed to increased bullying, isolation, and mental health challenges among young people. Educators, often with diminishing authority and resources, continue to confront these difficulties.
Recent federal proposals have included plans to dismantle the Department of Education and significantly reduce funding for K-12 education, moves that risk pushing public schools closer to crisis.
Meanwhile, several Republican-led states are increasingly adopting school voucher programs that allow public funds to be used for private school tuition. Evidence from voucher initiatives in Washington, D.C., Indiana, Louisiana, and Ohio points to declines in student test scores linked to these programs. Furthermore, vouchers divert essential resources away from public schools. For instance, Arizona allocates millions toward vouchers benefiting students already enrolled in private schools, while public schools in Cleveland could lose up to $927 per student annually due to voucher funding.
